Module 1 Melissa -
Marine Mammals. Because this is primarily an information-about type of content it is a challenge to determine what constitutes appropriate application. The challenge is to identify real-world problems to which students can apply the skills they learn from this unit. I believe there are some and I look forward to your suggesting such problems as you critique this instruction to try to help it become e3 instruction. dm
Module 1 Susan -
Curriculum Data Base. Is this a once only application or is there a series of problems here. (See Chapter 13 p. 14 “Tool courses sometimes suffer the opposite challenge, that is, the course is about teaching a specific application …” This poses a challenge for identifying a progression of problems. I suspect there is a progression of problems in this content area and I will be interested to see what you identify. I look forward to your detailed analysis over the next few assignments. dm
Module 2 - Susan
Hi Susan You have identified and described some missing strategies or strategies that could be improved. Can you "show me" how you might implement these strategies by providing some sample instructional events? dm
Module 2 - Susan
I wonder too Susan if perhaps providing the faculty with a better content for the why they are having to do this, and how it fits into the goals of the institution that they are already on board with might help? I'm just thinking from my own perspective of all the extra stuff I have to do as a faculty member for accreditation and how much I kind of resented it until I better understood why we were being asked to do it. Perhaps I'm just projecting here, but while I still don't really like doing it, now that I understand why I'm being asked and why it's important for my department and college in a larger scheme of things I don't find it quite as hard to do...
ari
Module 3 - Susan
Hi Susan
I think I might be a little confused about the purpose of your instruction. Are you teaching folks how to use the database, just the where to click etc, and if so then that is pretty procedural, and not really part of a whole problem.
Or are you trying to address this statement: "A successful learner who would be a lesser burden on the current feedback system would also acquire the skill of proofreading and correcting his/her own work before sending the course outline for formal review."
If you are addressing the how of writing a good course outline then I think the instruction might need to be adjusted to include other content?
Sorry if I'm just
being unclear... could very well be the case
ari
Marine Mammals. Because this is primarily an information-about type of content it is a challenge to determine what constitutes appropriate application. The challenge is to identify real-world problems to which students can apply the skills they learn from this unit. I believe there are some and I look forward to your suggesting such problems as you critique this instruction to try to help it become e3 instruction. dm
Module 1 Susan -
Curriculum Data Base. Is this a once only application or is there a series of problems here. (See Chapter 13 p. 14 “Tool courses sometimes suffer the opposite challenge, that is, the course is about teaching a specific application …” This poses a challenge for identifying a progression of problems. I suspect there is a progression of problems in this content area and I will be interested to see what you identify. I look forward to your detailed analysis over the next few assignments. dm
Module 2 - Susan
Hi Susan You have identified and described some missing strategies or strategies that could be improved. Can you "show me" how you might implement these strategies by providing some sample instructional events? dm
Module 2 - Susan
I wonder too Susan if perhaps providing the faculty with a better content for the why they are having to do this, and how it fits into the goals of the institution that they are already on board with might help? I'm just thinking from my own perspective of all the extra stuff I have to do as a faculty member for accreditation and how much I kind of resented it until I better understood why we were being asked to do it. Perhaps I'm just projecting here, but while I still don't really like doing it, now that I understand why I'm being asked and why it's important for my department and college in a larger scheme of things I don't find it quite as hard to do...
ari
Module 3 - Susan
Hi Susan
I think I might be a little confused about the purpose of your instruction. Are you teaching folks how to use the database, just the where to click etc, and if so then that is pretty procedural, and not really part of a whole problem.
Or are you trying to address this statement: "A successful learner who would be a lesser burden on the current feedback system would also acquire the skill of proofreading and correcting his/her own work before sending the course outline for formal review."
If you are addressing the how of writing a good course outline then I think the instruction might need to be adjusted to include other content?
Sorry if I'm just
being unclear... could very well be the case
ari